ESOL Practitioners’ Network MeetingFriday 28th June 2013:

Specific learning difficulties/differences

Neuro-developmental conditions that affect the individual’s abilities to learn in normal contexts by traditional methods

Discrepancy between the individual’s general intellectual abilities and their abilities in certain areas of learning or under certain circumstances

Distinct from global learning difficulties

SpLD arise from processing differences rather than intellectual impairment

Specific Learning Difficulties/Differences (SpLD)

dyslexia (difficulties with reading and/or spelling)dyspraxia (motor coordination difficulties)dyscalculia (difficulties with number concepts/calculation)dysgraphia (difficulties with handwriting)attention deficit (hyperactivity) disorder (concentration difficulties and

impulsivity)autistic spectrum disorders (social communication difficulties)specific language impairment (language difficulties – without other

obvious cause)Tourette Syndrome (vocal/physical tic disorder)

A number of SpLD have been individually labelled because of certain features:

More than one SpLD may occur or SpLD may overlap in the same person.

In adults, SpLD may be undiagnosed

Identifying SpLD-type difficulties in ESOL learners

Generally speaking, the majority of learners won’t be troubled by SpLD (say, 10%)

Possibly to be considered only where unexpected difficulties emerge

Difficulties in learning (compared with others) may not be recognised at an early stage and not until the tutor is more familiar with the learner

However, at a first meeting, particular areas of difficulty may be detected and deserve attention

These would include:

Visual and visual processing difficultiesAuditory processing difficultiesMemory difficultiesGlobal learning difficulties (intellectual impairment)

Early indications of SpLD-type difficulties

No need to test – just be aware

Visual and visual processing difficulties are common in SpLD conditions and, in themselves, will impair learning:

Discomfort; difficulties seeing print – small v large; missing out lines/losing place; convergence may be difficult for non-experienced readers.

Auditory processing difficulties will cause additional difficulties for ESOL learners.

Hearing generally – hearing/listening difficulties; auditory discrimination (confusion with sounds?); difficulties with repeating spoken words.Could be unfamiliarity with spoken English sounds or an auditory processing problem.

http://www.youtube.com/watch?v=uMXQAr6oP-o

http://www.youtube.com/watch?v=5xQE2qMVt5M

Memory and learning

Short term memory mostly uses acoustic coding (remembering by sound) - phonological loop

Long term memory codes semantically (remembering by meaning and association)

Working memory uses information from short term and long term memory to achieve goals

Short term memory

Temporary store for information before it is either processed into long term memory or forgotten

Limited capacity (4 chunks maximum?) and capacity varies between individuals

Requires attention or rehearsal (looping) or information will quickly decay

Copy down all the numbers

Short term memory

Temporary store for information before it is either processed into long term memory or forgotten

Limited capacity (4 chunks maximum?) and capacity varies between individuals

Requires attention or rehearsal (looping) or information will quickly decay

Copy down all the numbers

Working memory

Uses short term memory and long term memory for temporary processing such as calculations – 7x43=

Requires attention or it breaks down

Includes transfer of information into long term memory

Important in learning – a better predictor of academic achievement than IQ

Independent of IQ

Short-term memory and working memory failure

Will impact on both reading and listening

taking notesanswering questionsproblem solvingtransfer into long term memory (learning)

Problems with working memory can go unrecognised and may be dismissed as:

lack of motivation lack of effort lack of interest

Fatigue can result in giving up on tasks, loss of interest, behavioural problems

Distraction can cause loss of attention

Rate of input – over-writing

Amount of input - overload

Limited capacity - overload

Multi-tasking (writing/spelling/listening) will reduce capacity and efficiency

Short-term memory and working memory failure

What can we do to assist a learner with a poorer short-term/working memory?

Checking memory

Normally checked by remembering sequences and repeating back – auditory, visual; forwards, backwards etc

Formal testing probably best left to clinical testers but workers may notice limitations in ability to hold information, repeat multisyllabic words or sequences and difficulties with retaining information (transfer to long term memory)

Individualised learning where possibleSlow down on input!Fewer chunks of information – limit input to manageable amountRegular reinforcement, breaks, over-learning (10 mins, 30 mins, 1 hour, 24 hours etc.)Multisensory teachingReduce distractions and multitasking pressureLink to long-term memory (association with what the person already knows)Does any of this make a difference?

SpLD or global learning difficulties

Difficulties with learning may be caused by SpLD or by intellectual impairment (or both)

Care worker/care plan?(an interpreter would be very useful)Able in L1 – speaking/understanding/reading/writing – education information?Living independently (eg own house, cooking, shopping etc)?Employment (current and previous jobs)?How other learners relate to the individual

Involve care worker in learningEstablish what learner does day to day and fit learning to practical tasks – self- reinforcementBe realisticWork to short term achievable goalsOver-learning

Early indications of SpLD-type difficulties

Other features to be aware of:

Coordination difficulties/physical awkwardnessAttention/concentration/distractednessHypersensitivity – light, sound, allergies/asthmaOrganisational issues – rambling, prattling Social awkwardness/body language/eye contact

Processing and brain functioning

SpLD are conditions arising from differences in brain developments that make processing more difficult I certain areas. Brain functions need large amounts of energy (20% - 25%).

Additional stress on neural functions caused by SpLD uses available energy more quickly causing fatigue – which can in turn affect processing, attention, coordination etc.

Stamina and fatigue are central issues for those with SpLD

SpLD? Dyslexia-like difficulties

Discrepancy between intellect and the ability to learn literacy

Difficulties with pronunciation or ‘getting the right word out

Organisational difficulties

Timekeeping and directions may be problematic

Forgetting instructions and generally poor short-term memory

Sequencing difficulties

Family history of similar difficulties

Possibly difficulties with co-ordination

Unusual learning styles or coping strategies

Low self esteem is common

Air of distraction

SpLD? Autistic-like difficulties

Scatter skills – gap areas;highly focused on interests and details;disinterest in areas that don’t affect the individual directly.

Difficulties with generalisation and idiomatic speech -literal interpretation of language.

Over-formal speech patterns

Difficulties with co-ordination – floppy joints (handwriting, fatigue)

Stress in social situations, difficulty relating to others; lack of social skills/difficulty with social “rules” and norms; non-verbal communication (eye contact; body language cues) – may appear to be rude.

Repetitive behaviour (OCD?); preferring consistency; discomfort with change

Family history of similar difficulties

Air of distraction

Working with SpLD

No single approach for conditions – characteristics and presentation vary even within labelled conditions – individual differences and individual solutions

Most adults with SpLD won’t have been assessed or labelled but may still have difficulties with:

short-term/working memory organisation coordination learning environment learning preferences physical and mental issues

What should practitioners look out for/take account of/arrange?

1 Organisational difficulties

2 Coordination and orientation difficulties

3 Learning environment

4 Learning preferences

5 Physical and mental issues

Organisational difficulties

Chaotic lifestyle

Sorting of ideas – grouping – from specific to general; from general to specific

Organising study/writing – difficulty separating important points from minor details

Planning – essays, the day/ week/ month

Timekeeping – lateness, judging time needed

Forgetting things; forgetting to do things,

losing things

Changes in routine cause difficulties

Lengthy tasks may cause problems

Orientation and Coordination

Visual and visual processing problems

Clumsiness – gross motor

Handwriting – fine motor

Confusion in unfamiliar settings – losing direction

Confusion with left/right, up/down

History of problems with eg tying shoelaces, riding a bicycle, catching a ball

Accident prone

Learning environment

Lighting

Noise

Distractions – people, clutter, decoration (sensory overload)

Privacy and individual space

Respect for learners

Consistency

Informal vs cluttered

Formal vs organised

Learning preferences

Individual

Sensory preferences - visual, auditory, kinaesthetic (movement/touch)

Sensory modalities may be weaker in particular areas

Preferences may change with subject matter

Type of input needs consideration – spoken; written material; images; diagrams; colour; movement/touch (eg keyboard or hands-on doing); discussion (talking and listening) . . .

Multisensory and varied

Physical and mental issues

Lack of self esteemDepression/anxiety/stress

Allergies, asthma appear to be more common (hypersensitivity)

Stamina and fatigue

Personal space/body language

The adult learning worker’s role is not to “cure” or change differences, but to assist/enable learners to achieve their potential by helping overcome barriers to learning that these conditions present.

This implies adapting conditions and finding coping strategies to suit the individual.

Areas for consideration:

teaching methods/pace/style/frequency coping strategies learning environment tools/aids

SpLD Spectrum difficulties – ideas for action

Area of difficulty

Teaching Methods

Coping Strategies Learning Environment

Tools/Aids Other

                         

       

 

Good long term memory, poor short term memory

Easily distracted

Poor with verbal instructions.Taking notes is a problem

Problems writing and listening at the same time

Formal learning has always been a problem

Generally disorganised

Poor concentration (tuning out)

Poor time management

Mindmaps/ colour/ multi-sensory

Variety/ regular breaks

Give written notes beforehandNot too many instructions at onceMindmapping

Slow down rate of input

Negotiate/ discussVariety of teaching methods

Consistent / patient

Chunk learning/variety

Flexibility/ encourage

Develop individual, relevant coping strategies

Understand what works for you

Discuss/ repeat/ write down.Request notes beforehand

Request notes beforehand/ record information/ ask others for notes.

Take time to organise work- notes/ plan the day, weekDrink water/ doodling/ stress ball

Set alarm on mobile/ diary/ calendar sheet

Quiet areaOwn desk

Quiet areaOwn deskNatural light

Quiet areaOwn desk

Informal work space

Music/ quiet area

Assistive software – mystudybar/ readwritetexthelp

Earphones/ music

Voice recorderRecorder on mobile/ laptop

Voice recorderRecorder on mobile/ laptop

Radio/ cds/ earphones

Mobile phone

Be aware of visual difficulties/ visual perceptual difficulties

Auditory processing difficulties

Acknowledge effect of fatigue

Area of difficulty

Teaching Methods

Coping Strategies Learning Environment

Tools/Aids Other

                         

       Can experience sensory overload

Good days and bad days

Intelligent with good verbal ability

Poor handwriting

Slow reader but accurate

Talks rather than listening

Reads quickly but inaccurately

Very fidgety – drums fingers, etc

Lacks confidence in groups

Good reader, poor spelling

Limit teaching methods

Flexibility – keep it manageable

Discussion

Computer for writing

Magnifier / overlay/ reading matter?

Agree to take turns

Slow down reading/ focus on problem words

Regular breaks/ variety/ check interest/ multi-sensoryPrivacy/ 1:1

Focus on important words/ look for common problems

Slow down on bad days – revise work already coveredUse discussion to help learning. Ask questions.

Computer/ Word

Text to speech software

Note down information for later/ record info

Text to speech software

Stress balls/ doodling/ grounding with feet

Spellchecker

Limit distractions in work area

Relaxed/ informal/ friendly

Quiet workspace/ no distractions/ natural light

Quiet workspace/ no distractions

Quiet workspace/ no distractions/ natural light

Quiet workspace/ no distractions/ natural light

Earphones

Computer

Earphones/ text to speech software

Text to speech software

Be aware of visual difficulties/ visual perceptual difficulties

Auditory processing difficulties

Acknowledge effect of fatigue